The third issue of our newsletter for 2016 presents key education findings and policy directions emerging from recent OECD analysis in a single accessible free source.

Measuring what counts in education: Monitoring the Sustainable Development Goal for EducationParticipation in education is not an end in itself. What matters for people and for our economies are the skills acquired through education. It is the competence and character qualities that are developed through schooling, rather than the qualifications and credentials gained, that make people successful and resilient in their professional and private lives. They are also key in determining individual well-being and the prosperity of societies. Each year, Education at a Glance presents the broadest set of education indicators available in the world. The indicators in the 2016 Education at a Glance edition provide the elements to assess where OECD countries stand with respect to meeting the education SDG targets. For each indicator, the OECD identifies a quantitative benchmark. Education at a Glance has always focused on data collection and reporting; but now, looking towards Goal 4, our indicators can contribute to improving well-being and economic outcomes across many more countries, for many more people.

News roundup

What makes a school a learning organisation? A guide for policy makers, school leaders and teachersA growing body of scholars, educators and policy makers around the world is making the case for schools as "learning organisations" that can react more quickly to changing external environments, embrace innovations internally and ultimately improve student outcomes. This guide is a first step towards establishing a shared understanding of what consists of a learning organisation between all parties involved, i.e. scholars, educators, policy makers, students and parents.

Centre for Educational Research and InnovationThe Centre for Educational Research and Innovation (CERI) carries out extensive research that covers learning at all ages, from birth to old age, going beyond formal education. While focusing on emerging trends and issues, CERI reflects on the futures of schools and universities. For more information about its current research and upcoming events, see CERI's newly updated site, accessible now on mobiles and tablets.

Longitudinal Study of Children's Social and Emotional Skills in CitiesFollowing the report Skills for Social Progress: The Power of Socio Emotional Skills, the OECD is developing a new study to assess children's non-cognitive skills development in major cities around the world. The objective of this study is to identify key skills that drive student's future outcomes including education attainment, health status and labour market outcomes.

Education in Thailand: An OECD-UNESCO PerspectiveThailand's education system stands at a crossroads. Significant investment has widened access to education and the country performs relatively well in international assessments compared with its peers in Southeast Asia. But the benefits have not been distributed equally and the return on its investment in education is not as high as expected. This report encourages Thailand to focus on four areas in order to prepare students from all backgrounds to succeed in a fast-pace changing environment.

OECD Reviews of School ResourcesThe latest review in this series on the Czech Republic (forthcoming 19 October 2016) identifies policy priorities to improve the effectiveness of resource use in the school system. The report recommends revising the way funding is allocated to schools. First, by adapting the national formula to address key policy priorities, such as inequities within the Czech school system. Second, by simplifying the allocation formula at the regional level to better support regional strategic priorities. OECD Reviews of School Resources for Denmark, Uruguay and Chile will be the next to be released end of 2016.

The Starting Strong Teaching and Learning International SurveyA new survey is being prepared on preschool staff, their pedagogical and professional practices, training and working conditions to shed light on the quality of early childhood education and care settings around the world. Countries interested in joining the field trial (2017) and main study (2018) are invited to contact the OECD Secretariat before November 2016.

Starting Strong Data SpotlightsA new Data Spotlight note on Early Childhood Education and Care (ECEC) provides a summary of policy inputs, outputs and outcomes in Australia (forthcoming). Data country notes for Chile, Finland, Germany, Ireland, Japan, Kazakhstan, Luxembourg, the Netherlands and New Zealand will be the next to be released this year.

PISA for DevelopmentThe field trial of the PISA for Development assessments instruments kicked off in August with the first 15-year-olds taking the test in Guatemala. Zambia and Paraguay are next, followed by Ecuador, Honduras and Senegal. Cambodia will be the last to complete the field trial in December. Findings from the field trial will be used to fine-tune the instruments for the main data collection study in 2017. PISA for Development results will be available at the end of 2018. You can also keep abreast of the project through a new monthly policy brief series.

Just Published

Education at a Glance 2016: OECD Indicators This is the authoritative source for information on the state of education around the world. It provides key information on the output of educational institutions; the impact of learning across countries; the financial and human resources invested in education; access, participation and progression in education; and the learning environment and organisation of schools.

School Leadership for Learning: Insights from TALIS 2013Using the Teaching and Learning International Survey database, this report looks at different approaches to school leadership and the impact of school leadership on professional learning communities and on the learning climate in individual schools.

Education Government in Action: Lessons from Case Studies
This report bridges theory and practice by connecting major themes in education governance to real-life reform efforts in a variety of countries. It builds upon in-depth case studies of education reform efforts in Flanders (Belgium), Germany, the Netherlands, Norway, Poland and Sweden.